The Effects of a Model, Lead, and Test Procedure to Teach Letter Name and Sound Identification to Elementary School Students with Learning Disabilities

Öz

The purpose of this study was to assess the model, lead, and test (MLT) procedure on the letter name and sound identification performance for two elementary students. The two participants were diagnosed with learning disabled in math, reading, writing and communication. One of the two students also had behavior goals. The study took place in a resource classroom located in a public school in the Pacific Northwest. A multiple-baseline across letter sets was employed to assess the effectiveness of the model, lead, and test procedure. The behavior measured was correct letter name and sound identification. The results showed mastery of all letters of the alphabet by the participants when the model, lead, and test procedure was employed. The present outcomes replicate those of previous research and were easy to implement and assess by the classroom personnel. 

Anahtar Kelimeler

• Learning disabilities
• elementary school students
• flashcards letter identification
• letter names
• letter sounds

Öğrenme Engelli İlköğretim Öğrencilerine Harf ve Sesi Tanımayı Öğretmek İçin Bir Model

Öz

Öğrenme engelli çocuklar genellikle okuma-yazmaya çaba sarf ederler. Gerçekte, bu çocukların karşılaştığı zorluklardan biri okumadır Zorluk harf adı ve sesten oluşan bir formda oluşabilir. Eğer böyleyse, bir kelimeyi gördüklerinde sesini veremez ya da okuyamazlar ama tahmin etmeye çalışırlar Tahmin etmeye çalışmak öğrencilerin okuduğunu anlama ve akıcılığını etkiler. Aydınlatma Kartları (flashcards) matematik ve okuma-yazma öğretiminde yaygın olarak başarılı bir şekilde kullanılmaktadır. Aydınlatma kartları uygulama prosedürü olan doğrudan bir araçtır.
Bu prosedür modelli, (rehberli ve test işlemli) hata düzeltmeyi içerir. Hata kartları, kartların (flashcards) en üstüne yerleştirilir, böylece öğrenci hata kartı eşliğinde doğru cevabı söylerken geniş bir pratik alanına sahip olur. Öğretmenler, öğrencilere, hatalarını düzeltmeleri için doğru performansı söyleme yoluyla yardım ederler. Bu model (rehber-test prosedürü) doğru cevap için öğretmen gerektirir. Sonrasında, öğrenci ve öğretmen doğru cevabı birlikte pratik hale getirirler. En sonunda ise, doğru cevabı söyleyen öğrenciye aydınlatma kartı (doğru kart) gösterilir. Eğer öğrenci doğruyu söylemişse, sonraki kartlara geçilir, yanlış ise işlem doğruyu yapıncaya kadar tekrar edilir.

Anahtar Kelimeler

• Hata düzeltme
• Aydınlatma kartları
• Harf ve sesler
• Ortaokul öğrencileri
• Öğrenme engelliler

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